Lindsay Core
Adapted from Marie Geelen and Jim Craigen
Agree-Disagree Lineups
1. State an issue.
2. Students take a stand on the issue on the continuum between Strongly Agree to Strongly Disagree.
3. Students line-up and move to that spot on the line.
4. Students pair-up with the person next to them and discuss why they took that stand.
5. Fold the line in half so that the Strongly Agree students join the Strongly Disagree students in pairs and discuss their different perspectives. OR Split the line in the centre, and have the people in the centre walk to the end of the line to partner with Strongly Agree and discuss.
Jigsaw Team
1. Teams of 4 students (this works better than other numbers because of the learning pairs, so nobody is left out)
2. Individually: Each student on the team has a different assignment that s/he masters.
3. Share: Each student shares or teaches the new knowledge to teammates.
Stand and Deliver
1. After the Jigsaw Team the teacher poses a question or problem.
2. The team stands and discusses the problem.
3. When all members of the team can name and explain all the elements, the team may sit down.
4. Teacher randomly asks individual team members to respond.
Think-Pair-Share
1. Problem is posed.
2. Students think alone about the question for a specific amount of time.
3. Pairs are formed and the pair discuss their responses.
4. Pairs share their answers with team and/or teacher collects answers to be shared with the whole class.
Numbered Heads Together
1. Students in the team number off (1,2,3,4)
2. Teacher asks a question or presents a problem.
3. Students put their heads together. Students can also be paired according to number.
4. Teacher calls a random number, student with that number responds
5. Modification: answer on group slate, choral response, standing up, thumbs up/down, allowed to "pass"
Brainstorming
1. Each student gets a stack of sticky-notes
2. Record one idea on each slip of paper.
3. Group reads all responses and place them on the table for all to see.
4. Generate new ideas together.
5. Group similar ideas together.
Labeled Sort
1. Deal out an equal number of items to each group member.
2. Each person takes a turn and shares their item with the rest of the team.
3. As a team, decide which category the items fit.
4. Label each category.
Appointment Card
1. This activity is be used for finding discussion partners.
2. Each student is given an appointment card with numbers 1-10 on it.
3. Teacher makes the cards, leaving #5 blank for the student to fill-in him/herself.
4. When it's time for a discussion activity, the teacher calls a number, and that's the partner the student will work with.
5. Modification for a large group of students who don't know each other, who will be working togethether on a project: Top 3, tell the students to find a) someone they don't know, b) someone of the opposite sex, c) someone they want to learn something from (or any other criteria). Then the students find three people, and write down their names. When the teacher calls out a number they go and find that person.
Simultaneous Roundtable
1. Each student gets a page with the following headings: Personal Statement, Response 1, Response 2, Response 3, Reflection based upon responses.
2. The teacher asks a question or problem, the student writes their own thoughts in Personal Statement. (this activity works well as a summary or reflection activity).
3. The student then sends around their sheet of paper to the other team members who comment.
4. Student then reflects based upon comments.
Stand-up, Sit-down
1. Teacher makes a statement
2. If it applies to you, stand up.
3. New statement, repeat.
Placemats
1. Each group is given an A3 page divided as shown below.
2. Teacher gives a problem or question.
3. Each student writes their answer in their own corner.
4. Each student reads their own answers, others circle answers as others name the ones they have.
5. Collaborative answer in the middle: agree upon and most important parts.
Table of Contents
Collaborative Learning Activities
Lindsay CoreAdapted from Marie Geelen and Jim Craigen
Agree-Disagree Lineups
1. State an issue.2. Students take a stand on the issue on the continuum between Strongly Agree to Strongly Disagree.
3. Students line-up and move to that spot on the line.
4. Students pair-up with the person next to them and discuss why they took that stand.
5. Fold the line in half so that the Strongly Agree students join the Strongly Disagree students in pairs and discuss their different perspectives. OR Split the line in the centre, and have the people in the centre walk to the end of the line to partner with Strongly Agree and discuss.
Jigsaw Team
1. Teams of 4 students (this works better than other numbers because of the learning pairs, so nobody is left out)2. Individually: Each student on the team has a different assignment that s/he masters.
3. Share: Each student shares or teaches the new knowledge to teammates.
Stand and Deliver
1. After the Jigsaw Team the teacher poses a question or problem.2. The team stands and discusses the problem.
3. When all members of the team can name and explain all the elements, the team may sit down.
4. Teacher randomly asks individual team members to respond.
Think-Pair-Share
1. Problem is posed.2. Students think alone about the question for a specific amount of time.
3. Pairs are formed and the pair discuss their responses.
4. Pairs share their answers with team and/or teacher collects answers to be shared with the whole class.
Numbered Heads Together
1. Students in the team number off (1,2,3,4)2. Teacher asks a question or presents a problem.
3. Students put their heads together. Students can also be paired according to number.
4. Teacher calls a random number, student with that number responds
5. Modification: answer on group slate, choral response, standing up, thumbs up/down, allowed to "pass"
Brainstorming
1. Each student gets a stack of sticky-notes2. Record one idea on each slip of paper.
3. Group reads all responses and place them on the table for all to see.
4. Generate new ideas together.
5. Group similar ideas together.
Labeled Sort
1. Deal out an equal number of items to each group member.2. Each person takes a turn and shares their item with the rest of the team.
3. As a team, decide which category the items fit.
4. Label each category.
Appointment Card
1. This activity is be used for finding discussion partners.2. Each student is given an appointment card with numbers 1-10 on it.
3. Teacher makes the cards, leaving #5 blank for the student to fill-in him/herself.
4. When it's time for a discussion activity, the teacher calls a number, and that's the partner the student will work with.
5. Modification for a large group of students who don't know each other, who will be working togethether on a project: Top 3, tell the students to find a) someone they don't know, b) someone of the opposite sex, c) someone they want to learn something from (or any other criteria). Then the students find three people, and write down their names. When the teacher calls out a number they go and find that person.
Simultaneous Roundtable
1. Each student gets a page with the following headings: Personal Statement, Response 1, Response 2, Response 3, Reflection based upon responses.2. The teacher asks a question or problem, the student writes their own thoughts in Personal Statement. (this activity works well as a summary or reflection activity).
3. The student then sends around their sheet of paper to the other team members who comment.
4. Student then reflects based upon comments.
Stand-up, Sit-down
1. Teacher makes a statement2. If it applies to you, stand up.
3. New statement, repeat.
Placemats
1. Each group is given an A3 page divided as shown below.2. Teacher gives a problem or question.
3. Each student writes their answer in their own corner.
4. Each student reads their own answers, others circle answers as others name the ones they have.
5. Collaborative answer in the middle: agree upon and most important parts.